CKT Science - The Work of Teaching Science

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The Work of Teaching Science (WOTS)

The science-specific teaching practices that are most critical for beginning elementary teachers are described in the ‘Work of Teaching Science’ framework (Mikeska et al., 2018). This framework focuses on the content challenges that novice elementary science teachers face and is organized by the instructional tools (e.g., scientific models and explanations) and practices that elementary science teachers use. This framework defines the ‘knowledge in action’ that is leveraged by science teachers in their daily work and can be used to guide the development of CKT assessment instruments and tasks.

WOTS

References

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Coffey, J. E., Hammer, D., Levin, D. M., & Grant, T. (2011). The missing disciplinary substance of formative assessment. Journal of Research in Science Teaching, 48(10), 1109-1136.

Davis, E. A. (2006). Preservice elementary teachers’ critique of instructional materials for science. Science Education, 90(2), 348-375.

Davis, E. A., & Smithey, J. (2009). Beginning teachers moving toward effective elementary science teaching. Science Education, 93(4), 745-770.

Forbes, C. T., Sabel, J. L., & Biggers, M. (2015). Elementary teachers’ use of formative assessment to support students’ learning about interactions between the hydrosphere and geosphere. Journal of Geoscience Education, 63(3), 210-221.

Levin, D. T. (2013). Becoming a responsive science teacher: Focusing on student thinking in secondary science. Arlington, VA: NSTA Press.

Mikeska, J.N., Kurzum, C., Steinberg, J., & Xu, J. (2018). Assessing elementary science teachers’ content knowledge for teaching science for the ETS Educator Series: Pilot results. (Research Report No. RR-18-20). Princeton, NJ: Educational Testing Service.

National Academies of Sciences, Engineering, and Medicine. (2015). Science teachers learning: Enhancing opportunities, creating supportive contexts. Committee on Strengthening Science Education through a Teacher Learning Continuum. Board on Science Education and Teacher Advisory Council, Division of Behavioral and Social Science and Education. Washington, DC: The National Academies Press.

National Research Council. (2013). Monitoring progress toward successful K-12 STEM education: A nation advancing? Washington, DC: The National Academies Press.

Phelps, G., Weren, B., Croft, A., & Gitomer, D. (2014). Developing content knowledge for teaching assessments for the Measures of Effective Teaching study (ETS Research Report No. RR-14-33). Princeton, NJ: Educational Testing Service.

Roth, K. J., Garnier, H. E., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. I. (2011). Videobased lesson analysis: Effective science PD for teacher and student learning. Journal of Research in Science Teaching, 48(2), 117-148.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

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